Fostering the Use of Drama for English Language Learners in the Efl Classroom (original) (raw)
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International Journal of English Language & Translation Studies Vol-2, Issue-1, 2014
It is argued that learning the importance of positive reinforcement and unlearning the de-motivating and unfruitful experiences of one’s life can help students cope up with the existing inhibition about learning a foreign language and, in turn, can motivate them to do something productive and creative. In this respect, the role of drama, in EFL classroom, has been debated and recommended for achieving the intended effects. However, it has also been suggested that the motive of teaching a foreign language like English, through drama, is not to make the young learners professionals in acting but to provide an aid to learn and rehearse the language in its given framework. Exploring such arguments in support of the use of drama in EFL classroom, the present paper highlights the benefits of using drama as a teaching methodology so as to help the students in speaking in English and help them think ‘out of the box’. The practical application of the language in real-life situations is also suggested and recommended based upon the findings of the study. As the use of drama, in EFL classroom, has many benefits for EFL learners, attempt has also been made to investigate, discuss and explore different techniques and methods through which drama can be successfully introduced and incorporated in the foreign language classrooms for effective, motivating and interesting teaching and learning. Keywords: EFL classroom, communication skills, practicing speaking, benefits of drama, Teaching methodology
2010
Drama can foster language skills such as reading, writing, speaking and listening by creating a suitable context. Drama is a powerful language teaching tool that involves all of the students interactively all of the class period. Drama can also provide the means for connecting students’ emotions and cognition as it enables students to take risks with language and experience the connection between thought and action. Teaching English as a foreign language inevitably involves a balance between receptive and productive skills; here drama can effectively deal with this requirement. Through drama, a class will address, practice and integrate reading, writing, speaking and listening. Drama also fosters and maintains students’ motivation, by providing an atmosphere which is full of fun and entertainment. In so doing, it engages feelings and attention and enriches the learners' experience of the language.
Effectiveness of Drama in Teaching and Learning English as a Foreign Language
2019
This article discusses the effectiveness of drama in learning English as a foreign language. It attempts to list the benefits of using drama in English language classroom, as drama engages students in the learning process. Drama motivates students, and encourages their critical thinking. It also tells us why drama is important and which language skills will be improved by employing drama activities.The article is written based on library research method and uses reliable sources in the ground.
Journal of Arts and Social sciences, 2021
This research explores the important activities and principles of the teaching of drama in learning English as a foreign language. This research is qualitative in nature and the analysis is based on theoretical grounds and a strong theoretical framework. It concentrates on the brief history of drama in education, its basic principles, techniques, and the possibilities and advantages that drama in education brings into English language learning. The aim of this research, Drama in Learning English as a Foreign Language, is not only to introduce drama in education to the readers but also present drama in the context of English language learning, and subsequently support the concept of drama being an English language learning method. I define drama, its general concepts, principles, and aims. I concentrate on the role of drama in learning English as a foreign language, its techniques, and the benefits that drama brings into the learning. This research is helpful for the teachers to unde...
With the use of drama, we want to find a systematic approach to education which invites pupils to participate, to search, to use their creativity and aesthetic competence. In addition, we want them to learn to see and feel the experience of drama, and to invite them to communicate in a better way, improving their oral skills. This has not been developed in an adequate way, because teachers have focused their efforts on reading and writing. There are many reasons in favor of using drama as a pedagogic technique in the language classroom. It is fun and entertaining and can therefore provide motivation to learn. It can provide varied opportunities for different uses of language and because it engages feelings it can provide a rich experience of language for the participants. Drama is inevitably learner-centered because it can only operate through active cooperation. It is therefore a social activity and thus embodies much of the theory that has emphasized the social and communal, as opposed to the purely individual, aspects of learning Several dramatic activities such as scenarios, improvisation, role-play, different games, and simulation has been discussed in this paper. Key Words: Drama; Communicative Language Teaching (CLT); Simulation; Role-Play; Scenario; Improvisation
Drama-Based Approach in English Language Teaching
The present study investigates the benefits of implementing drama techniques in English language teaching. It also focuses on the means and strategies of creating a learner-centered classroom to enhance English as Foreign Language learners’ communication skills. Two dramatic techniques used in the research are exploiting a scripted play and improvisation. Teacher-researcher conducted a qualitative research method through a case study of First-Year Master Students of English Literature and Civilization studying English as a foreign language in Dr. Moulat Tahar University of Saida, Algeria. The present study reveals the positive impact of teaching English through drama on student’s physical, emotional, social, and cognitive development. It sheds light on the method of putting learners in authentic situations to help them discover their hidden creativity and overcome their fears. In addition to promoting their sense of collaboration, including discussion, negotiation, and performance.
Using drama to engage English language learners in literacy activities
Drama as a powerful transmediator used in language classroom has been studied for decades. This paper firstly introduces why and how drama should be encouraged in the English language classroom to motivate students to read and write. Theoretical reasons from a psycholinguistic perspective are analyzed in this paper to explain how drama can help language learners build their motivation, self-esteem, empathy and as well as reduce their sensitivity to rejections. Basic categories of dramatic activities which have been successfully used in language instruction are then elaborated. In addition, a sampled activity with instructional materials, teaching steps and specific standards is also introduced to provide language teachers with hands-on practice guidance. Alongside with the benefits brought about by the use of drama, the authors also reflect on the theatrical practice and raised peoples’ cautions of using drama in language classroom.
Drama as The Way To Integrate Literature in English Language Teaching
International Journal of English Learning and Applied Linguistics (IJELAL)
This article analyzes how drama in learning English can be an interesting and not boring lesson for students at school. This is to ensure that learning English is well integrated. Drama can be used to teach English skills, speaking, and listening. In addition, the teacher hopes that learning drama can be a way to improve learning literature in schools and increase students' talents. This study was conducted at the Al-Mahduqiah Modern Islamic Boarding School in East Java that uses a curriculum muallimin. The research methodology used in this article is qualitative, using a literature survey and interviews. As a basis for the analysis, interviews were conducted with two teachers. The purpose of studying literature learning is to find out how English is used in the process of teaching. The results of this study revealed that drama can improve the integration of literature learning in the classroom. Moreover, drama can be used as a means to engage students more enthusiastically in l...
The role of drama in teaching English
JULACE: Journal of the University of Namibia Language Centre, 2018
The purpose of this study was to explore the role of drama in teaching English to enhance students’ communicative skills at the University of Namibia. The discussions of the research focused on assessing the benefits of using drama in the teaching of English to increase students’ motivation and self-confidence, as well as to enhance their communicative skills. Research findings revealed the effectiveness of drama oriented English lessons to the benefits of students’ speaking skills, motivation, self-esteem and confidence in their abilities to communicate in English. In addition, the findings revealed that drama activities aided students develop a community and foster group cohesiveness, which helped in building students’ confidence when speaking English in front of their classmates. Moreover, the study results revealed that motivation is linked to self-confidence as the drama activities accorded students the opportunity to use the target language in real life situations.